Teaching Secondary School Mathematics: Research and practice for the 21st century
Excellent mathematics teachers make a major difference to the learning outcomes of the students they teach. What are the professional skills and knowledge that really matter?
Teaching Secondary School Mathematics is a research based introduction to the professional knowledge, attributes and practices needed to teach mathematics well at secondary level.
The authors explain the challenges that secondary mathematics teachers face today, and how they can build on the experiences students bring from primary school and from outside the classroom to ensure students develop concepts and skills in mathematical thinking and a positive attitude to mathematics.
They outline the secondary mathematical curriculum and methods of assessment, and examine the pedagogical strategies teachers can use to engage student interest in mathematical concepts. They emphasise the importance of working with mathematical reasoning and problem solving, real world applications, and mathematical communication skills. The core mathematical topics covered at secondary level are reviewed, and the authors also explore the issues teachers need to consider with students of diverse backgrounds.
'I highly recommend this book to practising mathematics teachers as well as pre-service teachers. The combination of research and practical teaching ideas ensures current and worthwhile advice for teaching secondary or middle school students.'
Dr Judy Anderson, The University of Sydney
'An excellent book - very readable, interspersed with useful tasks which are grounded in attending to effective classroom practices. A much overdue resource for initial teacher preparation courses.'
Associate Professor Glenda Anthony, Massey University
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Mathematics pedagogy curriculum and assessment
Teaching and learning mathematical content
Equity and diversity in mathematics education
Professional and community engagement
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Page 14 - It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction.
Page 103 - A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice.
Page 130 - mathematical literacy" as an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned, and reflective citizen.
Page 474 - In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia, Vol. 2, pp. 523-530). Sydney, NSW: MERGA. Watson, JM, & Moritz, JB (2002). School students' reasoning about conjunction and conditional events.
Page 430 - Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 133-155). Mahwah, NJ: Lawrence Erlbaum Associates. Kaput, J., & Blanton, M. (2001). Algebrafying the elementary mathematics experience. Part I: Transforming task structures. In H. Chick, K. Stacey, J. Vincent, &: J. Vincent (Eds.), The future of the teaching and learning of algebra: Proceedings of the 12th ICMI study conference (pp. 344-351). Melbourne, Australia: University of Melbourne. Kieran, C. ( 1 983). Relationships between...
Page 118 - all students can learn and succeed, but not on the same day in the same way'. In other words, it is the teacher's responsibility to provide appropriate learning opportunities and to ensure that students are able and willing to take advantage of those opportunities. However, it must be acknowledged that teachers cannot simply implement the elements of Quality...
Page 130 - Others have been conducted over the past 40 years, primarily by the International Association for the Evaluation of Educational Achievement (IEA) and by the Education Testing Service's International Assessment of Educational Progress (IAEP).
Page 473 - Hoyles, C., & Noss, R. (2003). What can digital technologies take from and bring to research in mathematics education? In AJ Bishop, MA Clements, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Second international handbook of mathematics education (Vol. 1, pp. 323-349). Dordrecht: Kluwer Academic.
Page 214 - Show how to construct, with straightedge and compass, a circle that is tangent to both lines and that has the point P as its point of tangency to one of them.